scholarly journals Education research and educational practice: The qualities of a close relationship

2020 ◽  
Author(s):  
Dominic Wyse ◽  
Chris Brown ◽  
Sandy Oliver ◽  
Ximena Poblete
Keyword(s):  
Education Research ◽  
Educational Practice ◽  
Close Relationship

scholarly journals Developing a knowledge network for applied education research to mobilise evidence in and for educational practice

2017 ◽  
Vol 59 (2) ◽  
pp. 209-227 ◽  
Author(s):  
Carol Campbell ◽  
Katina Pollock ◽  
Patricia Briscoe ◽  
Shasta Carr-Harris ◽  
Stephanie Tuters
Keyword(s):  
Education Research ◽  
Educational Practice ◽  
Knowledge Network ◽  
Applied Education

scholarly journals Influence of cultural and educational traditions on critical thinking formation practices

Neophilology ◽  
2021 ◽  
pp. 735-742
Author(s):  
Irina N. Sertakova
Keyword(s):  
Critical Thinking ◽  
Cultural Values ◽  
Intrinsic Value ◽  
Educational Practice ◽  
Philosophy For Children ◽  
Educational Values ◽  
Important Place ◽  
Close Relationship ◽  
Key Aspects ◽  
Cultural Reality

We consider the cultural and philosophical aspects of critical thinking and scientific approaches to them in the classical and postclassical philosophy of education. We characterize the specific features of thinking and requirements for it within the framework of the traditional and new models of educational values. We note that in the culturological value context an important place is occupied not by individual models as an intrinsic value, but by the presence of continuity, the implementation of the principles of complementarity and interdependence of “traditional” and “modern”. We analyze the concepts of “culture of thinking” and “culture of education”. We pro-vide definitions and levels of critical thinking in their relation to universal human cultural values, taking into account the awareness of the multipolarity of world. We propose an approach to solv-ing problematic issues related to the formation of critical thinking, in accordance not only with his-torically established philosophical doctrines about thinking, but also with cultural and educational traditions. As an example of the traditions influence of culture of thinking on the critical thinking formation, such educational practice as “Philosophy for Children” is given. We substantiate the choice of programs and methods of philosophizing with children based on cultural reality and spi-ritual problems (intellectual, political, ethical, etc.), characteristic of a particular state. We con-clude that there is a close relationship between cultural and educational traditions and key aspects of the critical thinking formation.

2007 Wallace Foundation Distinguished Lecture—What Makes Education Research “Educational”?

2007 ◽  
Vol 36 (9) ◽  
pp. 529-540 ◽  
Author(s):  
Deborah Loewenberg Ball ◽  
Francesca M. Forzani
Keyword(s):  
Education Research ◽  
Educational Practice ◽  
The Other ◽  
Schools Of Education ◽  
Is Research ◽  
Educational Perspective ◽  
Key Features ◽  
Research In Education

Education research is plagued by skeptics who doubt its quality and relevance. Inhabitants of schools of education have been among the sharpest critics, and internal battles rage over method and rigor. Yet often lacking is research that explains causes or examines the interplay at the heart of educational practice and policy. This article argues for a conception of research in education that deliberately presses into what is called here the instructional dynamic. Using a sample of studies that exemplify this quintessentially educational perspective, the authors unpack key features of research that probes inside education. They discuss how such research complements in essential ways the other kinds of scholarship that examine and inform education.

scholarly journals Discipline Based Education Research for Animal Welfare Science

2018 ◽  
Author(s):  
Jill R D MacKay
Keyword(s):  
Education Research ◽  
Animal Welfare ◽  
Educational Research ◽  
Educational Practice ◽  
Research Literature ◽  
Animal Welfare Science ◽  
Specialist Knowledge ◽  
Collaborative Working ◽  
Pedagogical Research ◽  
The Uk

Animal welfare science features interdisciplinary and collaborative working across fields, spanning behavioural ecology, psychology, veterinary sciences, economics and fundamental biology. However, education research is not yet prevalent within the animal welfare literature. In a Web of Science search there were 188 papers which specifically discussed or explored how to teach animal welfare from 1978 to 2017. Of these, only 34% (n = 61) specifically focussed on instructional design or pedagogical research, and these were predominantly within veterinary education (57%). Despite this, the literature is in broad agreement that animal welfare education is an important topic that should be done well. Within the UK, there were a possible 586 animal-related courses within Universities College Admissions Service database for potential students to choose from, highlighting the significance of robust and considered educational practice. The current gaps identified in the literature were discussion of hidden curriculums outside of veterinary degrees, animal-centred education, the blueprinting of assessment and authentic assessment. Therefore, this review proposes that animal welfare scientists interested in education consider discipline based educational research (DBER) practices, and engage more fully with the educational research literature. A key component of DBER is the recognition that specialist knowledge needs to be taught by specialists, and so it is important that animal welfare scientists begin to access educational research too.

Playing with sounds in the first years: Relevant research and pedagogical propositions for early childhood music education

2020 ◽  
Vol 15 (2) ◽  
pp. 183-197 ◽  
Author(s):  
Manuela Filippa ◽  
Susan Young
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Young Children ◽  
Music Education ◽  
Sound Production ◽  
Educational Practice ◽  
Musical Instruments ◽  
Relevant Research ◽  
Age Appropriate ◽  
Musical Gesture

Infants and children in their earliest years (6 months to 3 years) are highly motivated to act on objects to produce sounds and to explore the possibilities of sound production. Yet educational practice and music education research rarely concentrate on very young children’s abilities to produce sounds with objects or with age-appropriate musical instruments. There is, however, a small corpus of studies that have explored sound production among the under-3s and have suggested the importance of this activity in early musical development. In this article we first introduce and discuss this corpus of studies. In light of the theories of musical gesture and sound production emerging from these studies, we then propose a complementary music education perspective for young children under 3 years of age which is focused on sound production with objects.

scholarly journals Educação para sustentabilidade, interdisciplinaridade e as contribuições da mediação para a construção coletiva do conhecimento.Education for sustainability, interdisciplinarity and mediation contributions for the collective construction of knowledge.Educación para la sostenibilidad, interdisciplinaridad y la contribiución de la mediación para la construcción colectiva del conocimiento.

2018 ◽  
Vol 35 (1) ◽  
pp. 260-278
Author(s):  
Jeferson Antunes ◽  
Verônica Salgueiro do Nascimento ◽  
Zuleide Fernandes de Queiroz
Keyword(s):  
Information Society ◽  
Educational Practice ◽  
Educational Needs ◽  
Education For Sustainability ◽  
Construction Of Knowledge ◽  
Global Problems ◽  
Close Relationship ◽  
The University ◽  
Collective Construction

Este artigo trata dos conceitos interdisciplinaridade e mediação como elementos aderentes na reflexão sobre Educação para Sustentabilidade, tomando como base o interdisciplinar para refletir problemas globais através da prática educativa. Nosso objetivo é apresentar reflexões críticas sobre a interdisciplinaridade, a partir da necessidade de mediação pedagógica, no contexto da Educação para a Sustentabilidade; além disso, refletir sobre a mediação (pedagógica/informação) ante as necessidades educativas apresentadas pela sociedade da informação e também, tratamos do papel da Universidade em meio a essa discussão. Concluímos que a mediação tem relação muito estreita com a interdisciplinaridade, contribuindo para a Educação para Sustentabilidade, e sendo o pensamento quanto a Sustentabilidade também papel das Universidades, estas duas categorias podem convergir em soluções que melhor atendam aos problemas globais alvos de reflexão no campo. This paper approaches the concepts of interdisciplinarity and mediation in the reflection on Education for Sustainability, based on the interdisciplinary to reflect on global problems, through the educational practice. Our objective is to present critical reflections on interdisciplinarity, based on the need for pedagogical mediation, in the context of Education for Sustainability; in addition, reflect on the mediation (pedagogical/information) to the educational needs presented by the information society and also, we deal with the role of the University in the midst of this discussion. We conclude that mediation has a very close relationship with interdisciplinarity, contributing to Education for Sustainability, and thinking about Sustainability is also the role of Universities, these two categories can converge in solutions that best meet global problems that are targets of reflection in the field. Este artículo trata de los conceptos interdisciplinaridad y mediación como elementos adherentes en la reflexión sobre Educación para la Sustentabilidad, tomando como base lo interdisciplinario para reflejar problemas globales a través de la práctica educativa. Nuestro objetivo es presentar reflexiones críticas sobre la interdisciplinariedad, a partir de la necesidad de mediación pedagógica, en el contexto de la Educación para la Sustentabilidad; además, reflexionar sobre la mediación (pedagógica/información) ante las necesidades educativas presentadas por la sociedad de la información y también, tratamos del papel de la Universidad en medio de esa discusión. Concluimos que la mediación tiene una relación muy estrecha con la interdisciplinaridad, contribuyendo a la Educación para la Sustentabilidad, y siendo el pensamiento en cuanto a la Sustentabilidad también papel de las Universidades, estas dos categorías pueden converger en soluciones que mejor atiendan a los problemas globales objetivos de reflexión en el campo.

scholarly journals A Primer on Learning Theories

2021 ◽  
Author(s):  
Shayan Doroudi
Keyword(s):  
Educational Technology ◽  
Education Research ◽  
Historical Context ◽  
Educational Practice ◽  
Individual Learning ◽  
Learning Theories ◽  
Complex Landscape ◽  
Practice Education ◽  
Blog Posts

The following primer is intended to give a brief overview of learning theories that are influential in educational practice, education research, and educational technology. Existing resources appear to be either too long (e.g., education or psychology textbooks) or too short (e.g., blog posts on individual learning theories). There seems to be a dearth of pedagogical material in the middle, namely something that (1) can be read in a few hours, (2) covers the set of prominent learning theories discussed here in historical context, and (3) provides enough detail so that a student or newcomer to this field can begin to see the contours of the complex landscape of learning theories in education. This is my attempt to provide such a resource, first of all, for my own students, and second, for others who may find it useful.

scholarly journals Principles of Collaborative Education Research With Stakeholders: Toward Requirements for a New Research and Development Infrastructure

2020 ◽  
Vol 90 (5) ◽  
pp. 627-674 ◽  
Author(s):  
William R. Penuel ◽  
Robbin Riedy ◽  
Michael S. Barber ◽  
Donald J. Peurach ◽  
Whitney A. LeBouef ◽  
...  
Keyword(s):  
Education Research ◽  
Research And Development ◽  
Design Research ◽  
Research Priorities ◽  
Educational Practice ◽  
The United States ◽  
Equity In Education ◽  
Collaborative Education ◽  
Community Based Design ◽  
New Research

A group of collaborative approaches to education research sits uneasily within the existing infrastructure for research and development in the United States. The researchers in this group hold themselves to account to ways of working with schools, families, and communities that are different from the ways envisioned by models for education research promoted in U.S. policies and endorsed by U.S. federal agencies. Those models, widely supported by funders, privilege the research priorities of individual investigators and regularly yield products and findings with little relevance to educational practice. In this article, we review four collaborative approaches: Community-based Design Research, Design-based Implementation Research, Improvement Science in Networked Improvement Communities, and the Strategic Education Research Partnership. Through a participatory process involving developers and advocates for these approaches, we identified a set of interconnected principles related to collaboration, problem solving, and research. Further, we reviewed evidence of these principles in projects belonging to these four approaches. We contend it is worth attempting to understand, build upon, and support enactments of these principles in research proposals and projects, because there is evidence these approaches can promote agency and equity in education. To do so would require the field to develop criteria for judging quality, which peers can use to evaluate individual studies or sets of research; new outcomes by which to measure progress; new venues for developing and giving accounts of research; and an appreciation for the value of developing and cultivating relationships with educators, families, and communities as an integral part of research.

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